Enhancing NCO Competencies through Professional Development Coaching

Strengthen NCO competencies through focused coaching sessions covering topics like Army writing, awards, evaluations, and memorandums. Explore the NCOER counseling process, evaluation reporting systems, and standards for meeting or exceeding Army leader competencies. Enhance leadership skills and career impact awareness for NCOs.

• NCO development
• Leadership coaching
• Army evaluations
• Professional growth
• Career impact

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1. Purpose Conduct NCO Professional Development to strengthen Noncommissioned Officer competencies Leader Development Coaching Session Agenda Topics Army Writing Awards Evaluations Memorandums Email 1 //UNCLASSIFIED// PED LEVEL 2

2. o DA Pam 623-3: Evaluation Reporting System, dated 27 Sep 19 o AR 623-3: Evaluation Reporting System, dated 14 Jun 19 o ATP 6-22.1 The Counseling Process, dated 1 Jul 14 2 //UNCLASSIFIED// PED LEVEL 2

3. The NCOER begins with counseling o Initial (providing rated NCO rater and senior rater support forms) o Quarterly o Event specific (failures, accomplishments) Deliberate process o Schedule time o Notify Soldier for review & input o Merit based document Remember your audience o Leadership o Branch managers o DA Centralized Boards o Proponent Managers Consider impact on the NCO s career 3 //UNCLASSIFIED// PED LEVEL 2

4. Bullets 5 Area s 3 Bullets each Did Not Meet Standard Rated NCO fails to meet or maintain the required Army standards and organizational goals of leader competencies and attributes; does not enforce or meet the standard for the unit or those in his or her charge; exhibits or displays minimal or no effort; actions often have a negative effect on the mission, their Soldiers, the unit, and the Army. Met Standard Rated NCO successfully achieves and maintains the required Army standards and organizational goals of leader competencies and attributes; effectively meets and enforces the standard for the unit and those in his or her charge; succeeds by taking appropriate initiative in applying the leader competencies and attributes; results have a positive impact on the mission, their Soldiers, the unit, and the Army; this level of performance is considered normal and typically demonstrated by a majority of NCOs of the same grade. Reference: DA PAM 623-3 (3-11) 4 //UNCLASSIFIED// PED LEVEL 2

5. 5 Areas 3 Bullets each Exceeded Standard Rated NCO performs above the required Army standards and organizational goals of leader competencies and attributes; this NCO and his or her Soldiers often take disciplined initiative in applying leader competencies and attributes; results have an immediate impact on the mission, their Soldiers, the unit, and the Army; this level of performance is not common, typically demonstrated by the upper third of NCOs of the same grade. Reference: DA PAM 623-3 (3-11) 5 //UNCLASSIFIED// PED LEVEL 2

6. 5 Areas 3 Bullets each Far Exceeded Standard Rated NCO performs extraordinarily above the required Army standards and organizational goals of leader competencies and attributes; leadership enables Soldiers and unit to far surpass required organizational and Army standards; demonstrated performance epitomizes excellence in all aspects; this NCO and his or her Soldiers consistently take disciplined initiative in applying leader competencies and attributes; results have an immediate impact and enduring effect on the mission, their Soldiers, the unit, and the Army; demonstrated by the best of the upper third of NCOs of the same grade. Reference: DA PAM 623-3 (3-11) 6 //UNCLASSIFIED// PED LEVEL 2

7. So What What? (what the NCO did) So what? (how he/she did it, how many times, etc.) Which means (result of what they did) Therefore (professional implication of what they did) 7 //UNCLASSIFIED// PED LEVEL 2

8. So What What? What the rating officials write So what? Which means Therefore What a board will understand 8 //UNCLASSIFIED// PED LEVEL 2

9. So What What? So what? Which means Therefore The conclusion DA centralized board members will draw from the NCOER will depend on what is written 9 //UNCLASSIFIED// PED LEVEL 2

10. Strong Verbiage Active -v- Passive Voice This is an example of the active voice because the sentence subject p PASSIVE VOICE ACTIVE VOICE active voice is a type of a clause or sentence in which a subject performs an action and expresses it through its representative verb. To simply put it, when a subject performs an action directly, it is in active voice. examples show that the subject is doing the verb's action. Because the subject does or "acts upon" the verb in such sentences, the sentences are said to be in the active voice. 10 //UNCLASSIFIED// PED LEVEL 2

11. Strong Verbiage Specific .vs. General GENERAL (QUALITATIVE) SPECIFIC (QUANTITATIVE) fostered team spirit and positive attitude built esprit de corps by leading 30 man team at warm up drills before 18 games and practices strong, physically fit member of the team organized 20 additional gym hours per week outside of practice set the example for the other defensive players to follow led defense with 34 tackles recognized by the league as an exceptional defensive player named defensive player of the week seven times during the season 11 //UNCLASSIFIED// PED LEVEL 2

12. Bullets . continued volunteered 40 community service hours; provided support to the Rolla Veterans Center during morale and welfare activities Far Exceeded Standard promoted team unity and physically fit Soldiers during PRT; resulted in a 95% pass rate during final APFT Met/Exceeded Standard earned 298 APFT score; used fitness skills to motivate Soldiers during PRT sessions 34 earned physical fitness badge of excellence Far Exceeded Standard 12 //UNCLASSIFIED// PED LEVEL 2

13. Bullets continued Which would be a Far Exceeded Standard ? Met Standard Exceeded Standard Far Exceeded Standard completed 35 of 44 passes for 314 yards, 4 touchdowns, 0 interceptions threw 44 passes during the game completed 35 of 44 passes ran 12 times for 84 yards and 1 touchdown ran the ball when needed ran 12 times for 84 yards avoided being sacked avoided being sacked six times avoided being sacked six times with zero intentional grounding penalties 13 //UNCLASSIFIED// PED LEVEL 2

14. Strong Verbiage Match the Category spearheaded the defense in reviewing the film for each upcoming opponent PRESENCE: (Military and professional bearing, Fitness, Confidence, Resilience) took time to mentor new players to help ensure their success INTELLECT: (Mental agility, Sound judgment, Innovation, Interpersonal tact, Expertise) LEADS: (Leads others, Builds trust, Extends influence beyond the chain of command, Leads by example, Communicates) used personal time to study and understand the playbook DEVELOPS: (Creates a positive command/workplace environment, Fosters esprit de corps, Prepares self, Develops others, Stewards the profession) worked out at the practice field an additional hour after every practice 14 //UNCLASSIFIED// PED LEVEL 2

15. Unauthorized/Unnecessary Name in bullet comments Matt Forte demonstrated exceptional performance as the tailback Use of present tense proved he is the best corner playing the game executes at a fast pace on every play Anything outside rating period* won Super Bowl MVP for his performance in Super Bowl 50 proved himself a reliable fullback during the season Technical jargon served as an integral part of the Mike, Sam and Will team Rater comment on potential clearly a future league MVP move to first string receiver 15 //UNCLASSIFIED// PED LEVEL 2

16. Unauthorized/Unnecessary Capitalized words at beginning of Bullet oExhibited exceptional speed and athleticism Punctuation at End of Bullet oshowed the will and determination of a champion. Copy and Paste Bullets osame bullet on two NCOs rated by the same rater o pulling from bullets from online sources Actions not closed (adjudication) o pending UCMJ or administrative actions (GOMAR) 16 //UNCLASSIFIED// PED LEVEL 2

17. Evaluation Bullets Strong Bullets Contain: Accomplishment with IMPACT (the so what?) Without impact, it s just a job description Level of impact or SCOPE (How big/far-reaching?) Level of impact should determine the level of award or rating QUANTIFIABLE or QUALITATIVE content (How much/compared to?) Numbers help highlight impact and scope when used correctly Quality work can be described without numbers Ensure bullets are in the appropriate blocks You only get one semi-colon per bullet; use it wisely No potential comments! 17 //UNCLASSIFIED// PED LEVEL 2

18. Example 1 o selected over four peers to serve as squad leader; ensured Soldier and mission requirements were meet with 100% success o completed over 35 DA Select Honor Guard missions while serving as a member of the HRC Ceremonial Honor Guard Team o earned an APFT score of 272; designed PRT for his squad that resulted in a squad average of 256 What box check would you recommend? FAR EXCEEDED STANDARD EXCEEDED STANDARD X MET DID NOT MEET STANDARD STANDARD 18 //UNCLASSIFIED// PED LEVEL 2

19. Example 2 o recognized by the Installation Commander for contributions during the Fort Knox Centennial Week o lead by example; motivated others to take pride in performance and instilled confidence in customer interaction o remained flexible and mission-focused in an ever-changing environment and high operational tempo What box check would you recommend? FAR EXCEEDED STANDARD EXCEEDED STANDARD MET DID NOT MEET STANDARD STANDARD X 19 //UNCLASSIFIED// PED LEVEL 2

20. Example 3 o imaged 9,849 laptops in 14 days and distributed to seven recruiting brigades located around the world o designed guidelines of customer support for his team; resulted in a 95% success rate o maintained positive control of over $320,000 worth of equipment What box check would you recommend? FAR EXCEEDED STANDARD EXCEEDED STANDARD X MET DID NOT MEET STANDARD STANDARD 20 //UNCLASSIFIED// PED LEVEL 2

21. Evaluation Senior Rater Comments Strong Comments Contain: Enumeration: # of # or top ## percent of Senior rater professional opinion Potential Use narrative to capture the rater s enthusiasm (or lack of) for the NCO; this reinforces the box checks Recommend education, promotion, and assignment (3-5 years out) The overall evaluation should create a WORD PICTURE for the reader Board members often refer to NCOERs as the most important element of the board file Assessment of Overall Potential: MOST QUALIFIED: strong potential for selection ahead of peers HIGHLY QUALIFIED: strong potential for selection with peers QUALIFIED: capable of success at next level; promote if able NOT QUALIFIED: not recommended for promotion 21 //UNCLASSIFIED// PED LEVEL 2

22. Example 1 #1 of 7 SSG s I senior rater; a leader who out performs his peers and operates grades above his current, promote to Sergeant First Class right now. Has propensity to excel in any Generating, Operating, or Joint organization. Send to Signal Digital Masters Gunnery Course; to further his intellect and drive challenge this agile leader with an assignment with the White House Communications Agency as a team lead. What box check would you recommend? MOST QUALIFIED HIGHLY QUALIFIED QUALIFIED NOT QUALIFIED X 22 //UNCLASSIFIED// PED LEVEL 2

23. Example 2 #4 of 7 SFCs I currently senior rate and in top 20% of all SFCs that I ve served with in my 17 years of service. Selected for Master Sergeant, send to MLC and assign as a First Sergeant when positions are available. Has potential to serve exceptionally well in strategic assignments. What box check would you recommend? MOST QUALIFIED HIGHLY QUALIFIED QUALIFIED NOT QUALIFIED X 23 //UNCLASSIFIED// PED LEVEL 2

24. Example 3 SFC ______ is an exceptionally technically skilled leader. Has drive and motivation to complete tasks asked of him. Displays relentless devotion to assist others while still completing mission requirements. Send to Master Leaders Course when seats are available and promote to MSG as needed. What box check would you recommend? MOST QUALIFIED HIGHLY QUALIFIED QUALIFIED NOT QUALIFIED X 24 //UNCLASSIFIED// PED LEVEL 2

25. NCO Lens (reviewing) Army writing will be clear, concise, and effective Must aid effective communication and decision-making Provide readers with an understanding of the writer s ideas in a single reading Free of errors in substance, organization, style, and correctness Avoid jargon (military or technical) Place the main point up front and use active voice Subject verb object Emphasizes the actor (subject) Results in shorter sentences Passive voice: The test was passed by SGT Jones Active voice: SGT Jones passed the test. 25 //UNCLASSIFIED// PED LEVEL 2

26. Award Write-ups & Levels Strong write-ups contain: Accomplishment with IMPACT (the so what?) Without impact, it s just a job description Level of impact or SCOPE (How big/far-reaching?) Level of impact should determine the level of award or rating QUANTIFIABLE or QUALITATIVE content (How much/compared to?) Numbers help highlight level of impact and scope when used correctly Quality work can be described without numbers Minimum Approving Authority: AAM approving authority BN Commander ARCOM approving authority BDE Commander MSM approving authority CG LM approving authority CG (next higher) 26 //UNCLASSIFIED// PED LEVEL 2

27. Example 1 ____ was responsible for the operation and maintenance of two Standardized Tactical Entry Point (STEP) and three Regional Hub Node (RHN) antennas. Providing over 180 mission critical satellite links to users throughout nine countries within the CENTCOM AOR. _____ conducted the seamless RIP of three divisions, four brigades and 20 battalions, in direct support of OPERATIONS INHERENT RESOLVE (OIR) and SPARTAN SHIELD (OSS), ensuring all impacted mission critical RHN links remained operational. What type award would you recommend? Impact (So What?) = Level (How big/far-reaching?) = Quantity/Quality (How much/compared to?) = MSM 27 //UNCLASSIFIED// PED LEVEL 2

28. Example 2 _____monitored and administered network systems, and software as an S-6 Specialist for the ____ Signal Battalion. ____ ensured that all systems were in compliance with Army Regulation 25-2 and the local Network Enterprise Center policies. ___ aggressively identified and eliminated system vulnerabilities on a monthly basis. Conducted regular security, vulnerability, and anti-virus scans on 122 network computers and all network devices. Implemented Microsoft Security updates and IAVA updates on a weekly basis. What type award would you recommend? NONE Impact (So What?) = Level (How big/far-reaching?) = Quantity/Quality (How much/compared to?) = AAM 28 //UNCLASSIFIED// PED LEVEL 2

29. Example 3 ________ expertly enabled Mission Command on multiple occasions for __ ABCT, in its organic form and as a Combined Joint Task Force with Air Force, Marines, and our NATO allies. He installed, operated, and maintained these enabling systems, and persevered through multiple integration and coordination challenges. Ultimately, __________ s efforts led to mission success every time. What type award would you recommend? NONE Impact (So What?) = Level (How big/far-reaching?) = Quantity/Quality (How much/compared to?) = NONE ARCOM 29 //UNCLASSIFIED// PED LEVEL 2

30. Example 4 ____ directly enabled the _BCT, ___ Brigade Support Battalion to achieve a 95% operational readiness rate by establishing the standard for Unit Level Logistics System-Ground (ULLS-G) and Unit Level Logistics System-S4 (ULLS-S4) conversions. His efforts not only led to success for the brigade, but that system was later implemented by the division to establish an overall 98% operational readiness during its NTC rotation. What type award would you recommend? Impact (So What?) = Level (How big/far-reaching?) = Quantity/Quality (How much/compared to?) = MSM 30 //UNCLASSIFIED// PED LEVEL 2

31. Memorandums 31 //UNCLASSIFIED// PED LEVEL 2

32. Electronic Mail Know who you are sending an email to Think twice before using reply all Digitally sign an email if you have attachments, links, etc. in it Encrypt an email if it has FOUO, PII, other sensitive information Do not put PII or other sensitive information in the subject line Auto replies Electronic messages generated by Army personnel (military and civilian) in their official capacity will not contain slogans, quotes, or other personalized information as part of the individual sender's signature block. 32 //UNCLASSIFIED// PED LEVEL 2

33. Final Thoughts Prior to selecting the award type, write the four bullets, then go back and read the award. The impact, scope, and quantification and/or quality of achievement/service should determine the type of award; NOT rank or position. Prior to checking the boxes on an NCOER, complete the bullets and comments. Go back and assess the NCO appropriately based on what is written. Keep a copy of the publications referenced here handy Create templates that are correct, and use them Know who your audience is 33 //UNCLASSIFIED// PED LEVEL 2

34. References AR 25-50 Preparing and managing correspondence (2013) AR 25-1 Army Information Technology (2019) AR 600-8-22 Military Awards (2019) AR 623-3 Evaluation Reporting System (2019) DA Pam 623-3 Evaluation Reporting System (2019) HRC s Enlisted Mock Board Video (2016) armypubs.army.mil https://www.youtube.com/watch?v=EF7cACxuUdg&feature=youtu.be 34 //UNCLASSIFIED// PED LEVEL 2

35. Questions 35 //UNCLASSIFIED// PED LEVEL 2